Math 490
Mathematics in Secondary Schools
3 semester credits
Catalog Description
M 490 MATHEMATICS IN SECONDARY SCHOOLS (3-0-3)(F). Objectives, content and methods of secondary school mathematics programs. PREREQ: Six hours of Mathematics completed at or above the 300 level.
Prerequisites
Six credits, equal to two courses, of mathematics content above the level of calculus. This prerequisite is in place to ensure that students in the course have sufficient mathematical backgrounds to be able to understand mathematical content issues of secondary curricula.
Jurisdiction
M 490 is not under the jurisdiction of any departmental committee. Only one section of M 490 is offered each year and the instructor has complete autonomy with regard to choice of text, evaluation scheme, and grading standards.
Learning Objectives
The objectives of M 490 include learning to teach in a manner that would enable these preservice teachers' future students to meet the Department's teaching goals: that students be able to express mathematics through the study of patterns, to be able to model mathematical ideas, to be able to use problem solving skills and strategies, to be able to select suitable mathematical tools, and to be able to communicate mathematically. The goals for M 490 parallel those supported by the National Council of Teachers of Mathematics Professional Standards for Teaching Mathematics and include a philosophy that to learn to teach one must design and implement lessons and reflect upon the practice of teaching.
Upon completion of this course, students should be able to:
Students will be assessed by evaluating their ability to meet the learning objectives. Opportunities for evaluation will occur in several different contexts:
The following table is based on a typical semester schedule-45 class meetings of 50 minutes each. The actual amount of time spent on each topic will vary slightly from semester to semester and instructor to instructor.
Text
Curriculum and Evaluation Standards for School Mathematics Addenda Series Grades 9-12, Christian R. Hirsch,(Series Ed.) NCTM, 1992.
Format, Student Activities, and Grades
The course generally will couple readings and discussions of issues that compose the primary strands in current efforts to reform the teaching and learning of mathematics, with the actual planning, teaching, and evaluation of lessons.
Course Evaluation: The following is a sample distribution for course grades.
Mathematics in Secondary Schools
3 semester credits
Catalog Description
M 490 MATHEMATICS IN SECONDARY SCHOOLS (3-0-3)(F). Objectives, content and methods of secondary school mathematics programs. PREREQ: Six hours of Mathematics completed at or above the 300 level.
Prerequisites
Six credits, equal to two courses, of mathematics content above the level of calculus. This prerequisite is in place to ensure that students in the course have sufficient mathematical backgrounds to be able to understand mathematical content issues of secondary curricula.
Jurisdiction
M 490 is not under the jurisdiction of any departmental committee. Only one section of M 490 is offered each year and the instructor has complete autonomy with regard to choice of text, evaluation scheme, and grading standards.
Learning Objectives
The objectives of M 490 include learning to teach in a manner that would enable these preservice teachers' future students to meet the Department's teaching goals: that students be able to express mathematics through the study of patterns, to be able to model mathematical ideas, to be able to use problem solving skills and strategies, to be able to select suitable mathematical tools, and to be able to communicate mathematically. The goals for M 490 parallel those supported by the National Council of Teachers of Mathematics Professional Standards for Teaching Mathematics and include a philosophy that to learn to teach one must design and implement lessons and reflect upon the practice of teaching.
Upon completion of this course, students should be able to:
- Articulate recommendations for curriculum, pedagogy and assessment as
suggested by the National Council of Teachers of Mathematics and the Idaho
State Department of Education.
- Select, design, and present lessons that include mathematical tasks
that engage students' interests and intellect and provide opportunities to
deepen students' comprehension of the mathematics being studied in the 5-12
classroom;
- Demonstrate skill in orchestrating classroom discourse in ways that
promote the investigation and growth of mathematical ideas;
- Use, and instruct students in appropriate use of technology and other
materials to represent mathematics concepts and procedures;
- Select appropriate instructional settings and
guide individual, small-group collaborative learning environments, and
whole class work;
- Select and incorporate equitable assessment strategies into lessons;
- Analyze and evaluate the appropriateness and effectiveness of their own
teaching through a process of reflection on teaching.
Students will be assessed by evaluating their ability to meet the learning objectives. Opportunities for evaluation will occur in several different contexts:
- Periodic presentations or written reactions based on reading assignments.
- Periodic lesson demonstrations, written lesson plans, and reflections on
teaching.
- Periodic discussions or written reactions reflecting on peers' or
instructors' teaching lessons.
- Periodic written responses or presentations demonstrating skills using
specific materials.
- Final examination.
The following table is based on a typical semester schedule-45 class meetings of 50 minutes each. The actual amount of time spent on each topic will vary slightly from semester to semester and instructor to instructor.
| Topic | Number of Meetings |
| Nature of Mathematics Teaching | 3 |
| Nature of Learners of Mathematics | 3 |
| Teaching Strategies and Materials | 9 |
| Curriculum Development: Objectives, Planning, Assessment | 3 |
| Teaching Demonstrations, Micro Teaching, and Reflection on Practice | 24 |
| Exams | 3 |
Text
Curriculum and Evaluation Standards for School Mathematics Addenda Series Grades 9-12, Christian R. Hirsch,(Series Ed.) NCTM, 1992.
Format, Student Activities, and Grades
The course generally will couple readings and discussions of issues that compose the primary strands in current efforts to reform the teaching and learning of mathematics, with the actual planning, teaching, and evaluation of lessons.
Course Evaluation: The following is a sample distribution for course grades.
| Presentations (oral and written components) Teaching Lessons | 600 |
| Activities | 100 |
| Response Papers on Peers' Lessons | 50 |
| Materials Assessment/Exams | 150 |
| Final Paper: Addenda & Materials Summary | 200 |
| Total Possible Points | 1100 |
Updated Fall 1998
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